T 2.0 Chapter 2: Learning Science Chapter 2: Learning Science Central concepts:  children's prior ideas and pre/mis/conceptions influence new learning  children's ideas affect what and how they learn  a synthesis of theories is used to explain how we now believe children learn  children's experiences help them construct what they learn; constructivist views range in intensity  constructivism is supported by many techniques and teacher roles

Brain’s Role in Learning Cerebral cortex; specialized lobes (Figure 2.1) –Occipital - processes visual stimuli –Temporal - processes auditory stimuli –Parietal - interprets and integrates sensory stimuli –Frontal - process high-level thinking tasks T 2.1

Cerebral Cortex (Figure 2.1) T2.2 Sensory Processing Cerebral Cortex Judgment and problem solving Auditory processing frontal Motor movement and processing temporal Visual processing Occipital Parietal

Neurons Make Connections: Connections Define Learning (Figure 2.2) Neurons connect to other neurons via multiple pathways. Axons trail outward from neurons and connect with dendrites from other neurons. The connecting point is called a synapse - a space gap - across which electrochemical signals travel. Learning is believed to exist at these connections. A single neuron can connect with many other neurons. T 2.3 dendrites axon synapse neurons axon neurons

The Synaptic Gap (Figure 2.3) An electrical charge is received by a neuron and travels to the tip of the axon, where electrical energy is converted to chemical energy by chemicals called neurotransmitters, which send a signal across the synaptic gap to the receptors on the dendrite of another neuron. The chemical signal is converted to electricity and travels through the multiple pathway network of axons and dendrites at speeds of up to 200 mph. T 2.4

What Does Brain Research Suggest For Teaching? Making connections makes learning. Stimulate the senses through multiple experiences. Form and strengthen neural connections through varied learning experiences. Promote proper exercise, rest, nutrition, and hydration. T 2.5

What Ideas Influence Children’s Learning? Preconceptions Misconceptions Conceptions T 2.6

Preconceptions are... ideas that children bring with them from prior experiences often incomplete preliminary understandings of fundamental science concepts children’s attempts to explain their natural world influenced by hands-on, minds-on experiences, including the physical, emotional, social thoughtful efforts to make (construct) sense influenced by bias and culture T 2.7

Misconceptions are common and represent explanations of phenomena constructed by a student as a response to a prior experience are alternative understandings that are scientifically incorrect and may be based on simple inaccurate comprehension of an event, reason, or explanation (see Table 2.1) may take a long time to correct, but can be avoided when concepts are constructed carefully from experiences can be revealed through specific science experiences that are accompanied by dialogue T 2.8

Categories of Misconceptions Conceptual misunderstandings: when learners are not encouraged to examine differences between their own beliefs and “real science.” EX: The sun rises and sets. Vernacular misconceptions: word choices confuse learners. EX: glaciers “retreat” Factual misconceptions : building understanding on false statements. EX: “lightning never strikes place twice in the same place.” T 2.9

T 2.10 Children's Ideas  are personal, diverse, and constructed from direct experiences  may seem contradictory, inconsistent, and incoherent to an adult  are persistent, resistant to change and durable

The Dominant Perspective Constructivism is the general name of the dominant perspective on learning in science education. Constructivism emphasizes the active role of the learner: mentally, emotionally, physically, and socially. T 2.11

T 2.12 Constructivism a contemporary perspective on science learning "A theory that assumes knowledge cannot exist outside the learner... [and that] knowledge is a construction of the learner's reality."

Constructivism Continuum (Figure 2.4 ) Learners are most active Personal meaning Radical constructivists Conservative constructivists Scientific meaning Traditional teaching / learning Memorization Learners are least active T 2.13

Constructivist Teachers Strive to accomplish three things: T 2.14 use or create learning opportunities that are meaningful to children encourage children to make real decisions encourage peers to exchange views in order to refine thinking and deepen understanding

T 2.15 Jean Piaget, continued.thesis of the theory revolves around "Equilibration" where experience (external and internal) can create dilemmas and mental conflict; learner is biologically driven to regain equilibrium (Figs. 2.5, 2.6)."Assimilation" is adapting new information to structures formed from prior experiences."Accommodation" is the formation of new (and perhaps temporary) mental structures)

Equilibrium Model (Figure 2.5 ) T 2.16 EXTERNAL WORLD: THE ENVIRONMENT Assimilation helps learner form mental structures to bridge internal and external world Physical knowledge INTERNAL WORLD: THE LEARNER Logicomathematical knowledge Experiences: Physical and Logicomathematical Can be assimilated over time Accommodation is a “temporary file” accepting experiences and stimuli not fitting existing structures experiences fit experiences do not fit

Science Education Learning Model (Fig. 2.6) T 2.17 Start Existing ideas New encounter Sorting through detail filter if incorrect idea is checked Identical fit of the encounter to an existing idea Exit 1: Reinforcement of existing idea (right or wrong) Exit 3: Existing ideas unchanged; a new set of ideas for school situations Exit 4 : Existing ideas unchanged False accommodation: Ascertaining the “right” answer Disequilibrium: Incomplete fit of the encounter to an existing idea; uneasiness Exit 2: Previous ideas now changed Learning adaptation: More complete fit Dead end: Opting out of learning Accommodation: Restructuring of existing ideas equilibrium assimilation equilibrium

T 2.18  advocate hands-on, minds-on learning to promote the interplay of what is already known and what new ideas will be formed  value prior ideas of children  urge students to identify mental discrepancies linked to prior ideas, correct for proper concept formation Constructivist Teachers

Constructivist Teaching Methods presenting observing asking questions posing problems organizing class environment coordinating class human relations assessing and documenting learning helping children form mental connections among and between their ideas (see Figure 2.7) T 2.19

T 2.20 Constructivist Learning and Teaching Model Constructivist Learning and Teaching Model Figure 2.7 Explore Explain Expand Evaluate g r e a t e r c o n c e p ti o n s a cycle of learning produces greater concept formation